Let the music write itself…

The acclaimed author and poet Arthur Miller once said that, “one’s destination is never a place, but a new way of seeing things.” Miller’s words remind me of HTHSCV which makes a concerted effort to have a school environment that reflects the “richness of the community” while creating a diverse “tapestry of innovative thoughts and creative ideas.”

I wanted to immerse myself in the HTHSCV community to better understand how a “holistic learning environment” is created whereby students experience a “360-degree learning experience.” In my view, this is an educational environment that values exploration, experiential and discovery instruction/learning, and project-based learning. It is a school culture that not only values diversity and inclusion, but also engages students and teachers in action research that contributes to plans of action in addressing some of the pressing issues and challenges facing communities today – such as social justice, homelessness, immigration and migrant reform, education/school improvement, climate and environmental change, and human rights.

HTCV is divided into three campuses: Elementary (Eastside), Middle School (Middle area), and the HTHSCV (Westside). The school site is surrounded by rolling hills and mountains on three sides, with a view of the hills and mountains of Baja California (Mexico) to the south. In fact, the school is only 5 miles from the Mexican border.

The high school enrolls 600 students – grades 9-12. The building is designed in a series of interior “classroom studios and labs” that facilitate a vibrant and engaging array of learning environments. All classrooms are glass-enclosed so one can “see” what is happening in each class. This building “layout” is different from many traditional school designs in that walls can be moved (which allow for more open space), and each space includes an array of technological equipment (projectors/video equipment) for projects and class activities, with movable tables and chairs in creating different “design spaces and places.”

Much of the HTHSCV curricular organization is linked to the “design thinking” philosophy and principles of the Plattner Institute Design Thinking Research Program and Stanford University d.school. In several conversations with teachers, they describe their roles and responsibilities in the teaching process as being “project managers,” “architects,” and “facilitators and consultants,” as they mentor and guide students through thoughtful and thought-provoking discussions associated with real-life projects and activities. Student-lead lectures and discussions, simulations, and team collaborations are also part of numerous course projects and activities. Through an interdisciplinary curricular “lens and perspective,” instructional strategies offer an invaluable approach to enhancing student academic performance and lifelong education. As a result, there is a strong sense of “intentionality” that flows throughout the building – a collective passion for knowledge and understanding the ideas associated with design thinking and the “tools for creative action.”

The next blogs will discuss what students are learning about themselves related to design thinking and how these principles are applied to their learning.